Discomfort, Challenge and Brave Spaces in Higher Education

Winks, Lewis

doi:10.1007/978-3-319-70281-0_7

Cited by 3 publications

(3 citation statements)

References 35 publications

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“…This research connects the two and presents the possible career choice of engineers-to-be in other social-economic environments than the one they were born and educated in terms of de-territorializing and re-territorializing of the self [26], while preserving all the pre-requisites for a successful and fulfilling life. The intentions of students to reinvent themselves in a variety of settings and their intellectual nomadism helps them overcome the discomforting effects of disruptive forces that pile up for the 2020 generation of future highly skilled workers [27]. Such an approach is new to the body of research and lowers the tone of criticism associated with the way in which universities "deliver" students as outputs to labor markets, as if people can be viewed in terms of marketable goods [22].…”

Section: Discussionmentioning

confidence: 99%

“…In this regard, the rhizome offers a novel way of perceiving our world and, in doing so, enables us to consider the interconnection of knowledge construction, society, culture, attitudes and/or values" [25] (p. 6). Moreover, we need to create space for the deconstruction of old narratives and worldviews, while engaging in "reconstructing them with an awareness of how we share responsibility for the state of the world" [27] (p. 109).…”

Section: The Rhizomatic Proposalmentioning

confidence: 99%

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Engineering Students’ Human Values as Rhizomatic Lines of Sustainability

et al. 2020

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The study reports on research carried out at the five major technical higher institutions in Romania. It views the human values students bring with them to the educational setting as rhizomatic lines, in the Deleuzian sense, and aims at identifying the intensity of each value, respectively, at grasping the correlations between the students’ values and their projection concerning postgraduation life, including nomadic (i.e., migration) intentions. Such an approach is novel in educational research. The 1782 valid responses collected after applying an online questionnaire were subjected to multivariate statistical analyses. The results unfold the research stages, from intensity-identification concerning the 18 values included in the questionnaire to the factor extraction and correlation findings that highlight strata beneath the upper layer of responses. The values boil down to three nodes of the rhizome, anchoring the Romanian engineers-to-be in the present setting and allowing them to grow in a sustainable manner, i.e., to become professionals, socially accepted, and belonging to a group. The findings are useful to professors, who need to constantly check their assumptions about the profile of the young generation, to better ground their partnership relation with students in moral realities that are relevant and help learners face disruption, crisis, incertitude.

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Section: Discussionmentioning

confidence: 99%

Section: The Rhizomatic Proposalmentioning

confidence: 99%

Engineering Students’ Human Values as Rhizomatic Lines of Sustainability

et al. 2020

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“…A liminality state characterizes transformation from the safety of “established frames of reference” to new experiences or understandings that often involve loss, uncertainty and discomfort ( Taylor and Cranton, 2012 ), mirroring calls to acknowledge and engage with the affective elements of CCE outlined above. Core to TL is engaging with this discomfort, sitting with uncertainty and creating action pathways by consciously “moving from safe to brave spaces” ( Winks, 2018 ). Also critical is the development from individual to collective engagement, multiple perspective taking and relational learning with others and other discipline areas.…”

Section: Introductionmentioning

confidence: 99%

The hope wheel: a model to enable hope-based pedagogy in Climate Change Education

Finnegan,

d’Abreu

2024

Front. Psychol.

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In response to concerns about climate anxiety and distress, researchers and practitioners in both education and psychology have been investigating the importance of engaging climate hope in Climate Change Education (CCE). Synthesizing recent multidisciplinary research, alongside insights from the development of educational programs, this article proposes a new theoretical model for pedagogies of hope in CCE. The Hope Wheel presents three foundational elements: handrails for educators to hold on to while constructively engaging with climate change (honesty, awareness, spaceholding, action), guardrails for educators to be sensitive to when implementing the handrails (climate anxiety, mis-/disinformation, false hope), and lenses to encourage educators to explore connections between complex societal and planetary challenges (complexity, justice, perspectives, creativity, and empathy). This working model aims to support educators by distilling current learnings from the literature into a visual guide. It depicts essential elements to include, as well as avoid, in order to engage honest, hope-oriented CCE for transformative learning in the face of the climate crisis.

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